Reflecting to Conform? Exploring Irish Student Teachers' Discourses in Reflective Practice

Oliver McGarr and Orla McCormack

The Journal of Educational Research, 2014, vol. 107, issue 4, 267-280

Abstract: A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform. Reflections portrayed student teachers' allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers' reflections.

Date: 2014
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2013.807489 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:107:y:2014:i:4:p:267-280

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2013.807489

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().